Deubel, P. (2007, 11 8). The Great Debate: Effectiveness of Technology in Education. The Journal, 1-3.
The article, The Great Debate: Effectiveness of Technology in Education examines the continued debate about the usefulness of technology in the classroom. It begins with questioning the definition of the word technology and the word effectiveness. Depending on your perception of the definition really determines the answer.
Then the article talks about the difference between education and school. The End of Education (1995) stated that, "education is not the same thing as school and that fact, not much of our education takes place in a school." The national survey call for school to teach more than basic skills and to prepare students to complete in a global economy by incorporating 21st century thinking and problem solving skills, computer and technology skills, and communication and self-direction skills into their curriculum.
The author then goes on to discuss 10 more points to add "fuel to the fire." Basically posing that for every beneficial thing about technology there is a disadvantage. That added to the continued debate is also the effectiveness that technology has on intellectual, emotional, political, sensory, social and content basis. Technology continues to change the way that we think and that has to be taken into consideration. The impact of technology on creativity, innovation, volatility, and turbulence is also great.
Technology will not necessary improve education but allow classrooms to become more student centered, self directed curriculum rather than a one size fits all.
We have been discussing the same topic in class for several weeks. I thought that I had a clear viewpoint on technology and its effectiveness in the classroom. That is until I read this article. The article hits on two very strong viewpoints about the effectiveness of technology. That technology can make a significant contribution when the teachers are training to integrate technology into their teaching. We are often shown the various and given 30 minutes to try to incorporated them into our lessons. It is obvious that this creates confusion and frustration among teachers, especially those who teaches content that technology doesn't fit seamlessly.
The second viewpoint that stands out is find a balance of incorporating technology in the classroom. The author makes an analogy comparing technology to food. One can not survive without food, but it is also dangerous for one to eat too much food. Technology can create new worlds, but there is a fine line between what is good and what is bad.